The promotive effects of family educational involvement for low-income children's literacy

Dearing, Eric; McCartney, Kathleen; Weiss, Heather B.; Kreider, Holly; Simpkins, Sandra D.

doi:10.1016/j.jsp.2004.07.002

Cited by 101 publications

(84 citation statements)

References 18 publications

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“…Regarding parental involvement, the lack of observed meditational effects may be explained by relatively average scores at baseline, indicating overall adaptive levels of parental involvement with their children and in their activities. In addition, the majority of literature in this area has specifically linked parental involvement in school-related activities to outcomes such a child literacy, rather than behavior problems (Dearing et al 2004). Finally, although parenting confidence was relatively low at baseline (e.g., mean score at approximately the 9th percentile), and past research has provided evidence for the meditational role of parenting confidence in the relationship between parental mental health status (e.g., severe mental illness) and poor child outcomes (e.g., school grades and teacher-rated behavior problems; Oyserman et al 2005) the predictor (e.g., parenting stress) and outcome (e.g., parent-reported behavior problems) variables utilized in the current study may not capture the true nature of this relationship.…”

Section: Discussionmentioning

confidence: 99%

Investigating the Influence of Parenting Stress on Child Behavior Problems in Children with Developmental Delay: The Role of Parent-Child Relational Factors

Dennis

Neece

Fenning

2018

Adv Neurodev Disord

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Parents of children affected by developmental delays (DD) have been shown to experience elevated levels of parenting stress compared to parents of typically developing children. Recent studies suggest that higher levels of parenting stress can adversely impact child behavior, such that higher levels of parenting stress are often associated with higher levels of both internalizing and externalizing behavior problems. However, the specific mechanisms through which parenting stress influences child behavioral outcomes remain unclear. The parent-child relationship may be one potential medium through which parenting stress impacts child behavioral outcomes. The current study involved data from the Mindful Awareness for Parenting Stress Project, a randomized controlled trial examining the efficacy of mindfulness-based stress reduction in reducing parental stress and subsequent child behavior problems. Participants included 102 parents of children, ages 2.5 to 5 years old, with DD. Results of a multiple mediation analysis indicted that one component of the parent-child relationship, parent-child relational frustration, significantly mediated the relationship between parenting stress and child outcomes, such that higher levels of parental stress at baseline were associated with increased relational frustration, which in turn was associated with more total child behavior problems. Recognizing that dyadic parent-child factors such as relational frustration impact the association between heightened parenting stress and adverse behavioral outcomes among children with DD may allow interventions to be developed that not only reduce parenting stress, but also specifically target improving the parent-child relationship, with the ultimate goal of decreasing child behavior problems among children with DD.

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Section: Discussionmentioning

confidence: 99%

Investigating the Influence of Parenting Stress on Child Behavior Problems in Children with Developmental Delay: The Role of Parent-Child Relational Factors

Dennis

Neece

Fenning

2018

Adv Neurodev Disord

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“…One interesting subtlety involving this variable is that talking with one's mother is positively associated with academic achievement, but the association between talking with one's father and academic achievement may depend on ethnicity and also on whether the child or parent is reporting [9,12,13]. For instance, talking with one's father shows no correlation to academic achievement when data are collapsed across ethnicities, but talking with fathers for Black and Hispanic children is negatively related to achievement, while for Asian children talking with fathers is positively related to achievement.…”

Section: Parent-child Discussion Aboutmentioning

confidence: 99%

“…Consequently, we can view these as potentially moderating or mediating variables in relation to student achievement. For example, in a longitudinal study conducted by Dearing et al [13] involving 167 children, the effect of PI on the children's academic achievement (i.e., reading) was moderated by maternal education. We now explore more complex analyses of the PI construct.…”

Section: Other Pi Variablesmentioning

confidence: 98%

A Review of the Relationship between Parental Involvement and Secondary School Students' Academic Achievement

Shute

Hansen

Underwood

et al. 2011

Education Research International

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This paper reviews the research literature on the relationship between parental involvement (PI) and academic achievement, with special focus on the secondary school (middle and high school) level. The results first present how individual PI variables correlate with academic achievement and then move to more complex analyses of multiple variables on the general construct described in the literature. Several PI variables with correlations to academic achievement show promise: (a) communication between children and parents about school activities and plans, (b) parents holding high expectations/aspirations for their children's schooling, and (c) parents employing an authoritative parenting style. We end the results section by discussing the findings in light of the limitations of nonexperimental research and the different effects of children's versus parents' perspectives on academic achievement.

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“…For instance, the linguistic development of primary school pupils depends strongly on the language environment at home (cf. Leseman and De Jong 1998;Dearing et al 2004Dearing et al , 2006Lynch 2009;Merlo et al 2007). This relates not only to differences in the parents' level of education but also to the number of different words and the complexity of sentences the children hear (cf.…”

mentioning

confidence: 99%

Making the difference with active parenting; forming educational partnerships between parents and schools

Oostdam

Hooge

2012

Eur J Psychol Educ

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Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe distance. At the same time, parents are increasingly becoming better informed, more critical and thus are more strongly positioned towards school. They address teachers more directly in case of problems or disappointing results of their child. Clearly, this might lead to a negative impact on the mutual relationship especially when parents' emotional involvement conflicts with a professional and detached attitude of teachers. Based on the results of several studies that provide ample evidence that parental involvement in the learning process can improve learning outcomes, it is argued that there is much to be gained in forming educational partnerships between parents and schools. Different dimensions of active parenting are discussed, as well as prerequisites for successful implementation.

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The promotive effects of family educational involvement for low-income children's literacy

Cited by 101 publications

References 18 publications

Investigating the Influence of Parenting Stress on Child Behavior Problems in Children with Developmental Delay: The Role of Parent-Child Relational Factors

Investigating the Influence of Parenting Stress on Child Behavior Problems in Children with Developmental Delay: The Role of Parent-Child Relational Factors

A Review of the Relationship between Parental Involvement and Secondary School Students' Academic Achievement

Making the difference with active parenting; forming educational partnerships between parents and schools

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